Topic

X Whole

Numbers

LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. Define the terms related to whole numbers correctly; 2. List out the major mathematical skills and basic pedagogical content knowledge related to whole numbers; 3. Explain the major mathematical skills and basic pedagogical content knowledge related to addition and subtraction; and 4. Apply teaching and learning activities for the topic of whole numbers in the Year Three classroom.

X INTRODUCTION
Number is a basic concept in mathematics. Why do we teach pupils the concept of number? A good understanding of numbers is important to build the foundation for computational skills. To develop number sense, you need to teach your pupils to recognise, read and write whole numbers, and compare and arrange numbers. Pupils in Year Three learn about whole numbers up to 10,000 as well as basic number concepts. Understanding number concepts includes knowing the place value of numbers to the thousands, and rounding off numbers to tens, hundreds and thousands. As their teacher, you need to make sure that your pupils have a firm grip on place value and estimation. These are the two most important sub-topics in this topic. In addition, your pupils should acquire computational skills such

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as addition and subtraction within the range of 10,000. They should also understand why they need to do addition and subtraction of big numbers. Addition and subtraction are taught in Year One and Year Two. These two operations are subsequently taught every year by reviewing operations learnt previously and extending algorithms for work with bigger numbers. Often, the pupils are able to do the computation without understanding why it works. As a teacher, you should explain to your pupils why it works.

1.1

PEDAGOGICAL CONTENT KNOWLEDGE

One of the most important aspects of a number system is place value. There are many number systems in existence, but without place value, you cannot do much. If you know Roman numerals, try adding two numbers in this system. School children often have difficulty understanding the concept of place value. In fact, human civilisation had taken a long time to come up with the place value system.

1.1.1

Place Value

The idea of place value must be taught properly at an early age. This is to avoid any misconception in learning later on. Pupils fail to make the connection between numbers and place value, so that when two numbers are added and the value exceeds 9, they have to understand that the number will move to the next column. When the number moves to the left, it increases its value. Simple questions such as the following should be emphasised. What is the place value of the number 5 in 34,856? Hence, the pupils will know that the value of a digit in a numeral is dependent on its position. If the pupils have problems at this stage, they will have bigger problems when it comes to addition, subtraction, multiplication and division.

1.1.2

Numbers to 10,000

Pupils have been exposed to the study of numbers. From their everyday experience, they deal with numbers. Almost always, these numbers are not that big. However, the pupils look at these numbers in terms of size or quantity of something.

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This is because the starting point for numeration is counting. In the Year 2 syllabus, your pupils have learnt numbers to 1,000. However, counting does not stop at 1,000. Seldom do they see the numbers as a symbolic representation of the quantities they count. In this respect, they have difficulty imagining bigger numbers. Another difficulty pupils encounter is the word used to vocalise these big numbers. The English language can be strange at times especially to nonnative English speaking pupils. At this stage, try not to introduce words like tenths, hundredths or thousandths. These words have different meanings compared to tens, hundreds and thousands. Students must be taught the vocabulary related to place value. Without it, they will continue to face difficulties, especially when symbols are brought into the picture. Sample Class Activity 1.1 Try the following activity in your class. 1. Let the pupils say numbers such as: 100 as one hundred, 1,000 as one thousand, 10,000 as ten thousand. Continue with other numbers such as 6,000, 60,000 and so on and let your pupils say it themselves. 2. You may give more difficult examples, first writing the numbers, and then saying it in words. For instance, write: 7191 Then, ask your pupils to say this as seven one nine one. Once they are comfortable with this, you may then ask them to say seven thousand one hundred and ninety one.

It is very important at this stage that your pupils understand the concept of place value thoroughly. It is true that they have learned it in previous years. They might be able to read and write a number, but they need to understand what they are doing. There are a number of activities at the end of this topic that you can carry out to help them understand this concept.

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ACTIVITY 1.1
We read numbers from left to right. A way of reading a four-digit number is to cover the last three digits, read the first digit as thousands, then read the three remaining digits in hundreds, tens and ones. Give your pupils a big number. Then, ask them to break it up into ten-thousands, thousands, hundreds, tens and ones.

1.1.3

Addition and Subtraction

In teaching addition and subtraction of four-digit numbers, you should pay attention to the following aspects: (a) (b) Understanding the concepts and process of regrouping; and Solving problems involving addition and subtraction in real life situations.

In planning and carrying out teaching and learning strategies, you should take note of the following activities (Teacher Education Division, 1998, p.36): x Addition is related to counting on. Subtraction is related to counting back. Pupils acquire the concrete experience informally. So, use concrete objects to demonstrate before introducing formal mathematics symbols. Teach the regrouping process using teaching aids such as multi-based blocks or abacus. The addition operation is related to the subtraction operation. Subtraction is the inverse of addition. Problem solving questions are based on real life situations. Pupils have to solve non-routine problems so as to develop their critical and creative thinking skills.

x x x

ACTIVITY 1.2
Go through the last few years of the Arithmetic Teacher (available on the Internet). Read an article on the teaching and learning of addition or subtraction of four-digit numbers using non-routine problems. Share the main points in your article with your coursemates and tutor.

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To build the concept of four-digit numbers, you may tell your pupils to count on by ones, tens, hundreds and thousands. Odometer is a name given to the principle which describes the nature of all place-value positions to count like the ones position. For example:

You have learnt number lines in the earlier modules. Number lines can be used to show the position of four-digit numbers. Figure 1.1 indicates that the first number line shows the unit position while the second one shows the position of the one thousand.

Figure 1.1: The unit position The resource for teaching counting on is a calculator. For example, enter 5467 and then add 100 and keep pressing = . Similarly, you may tell your pupils to count back. For example:

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Count on is similar to addition. For example,

On the other hand, count back is like subtraction. For example, you may use:

(a)

The Abacus Do you know what an abacus is? It can be used to show four-digit numbers and perform addition and subtraction operations subsequently. Piaget (1972) wrote that primary school pupils understand mathematics concepts through concrete experience. Thus, teaching aids play an important role in showing mathematics concepts effectively. Figure 1.2 illustrates this.

Figure 1.2: Parts of the abacus

Movement of a lower bead indicates 1. Movement of an upper bead indicates 5. The first rod on the right is the place value for ones. The next rods indicate tens, hundreds, and thousands. Refer to Figure 1.3 for the rods indication for lower and upper beads.

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Figure 1.3: Rods indication of lower and upper beads

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ACTIVITY 1.3
1. Use an abacus to perform addition and subtraction of four-digit numbers. Demonstrate to your pupils how these operations can be done by using an abacus. 2. What are the benefits of using the abacus to perform addition and subtraction? Discuss with your tutor and coursemates. (b) Traditional Algorithms In the modern approach in teaching mathematics, you can introduce various strategies in written algorithms for performing addition and subtraction operations. To understand the process of addition and subtraction algorithms, consider the following examples, which make use of arithmetic blocks. You may also use coloured cards. Please refer to Figure 1.4.

Figure 1.4: Model and language of the problem

Figure 1.5 shows two examples of algorithms for addition whereas Figure 1.6 illustrates two examples of algorithms for subtraction.

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Figure 1.5: Examples of algorithms for addition

You may then ask the pupil what it all means. Take for example the sum 1437 + 1422. You start by breaking up the number into parts. Hence, 1437 = (1000) + (400) + (30) + 7 1422 = (1000) + (400) + (20) + 2 Then, add up the various place values to get (1000+1000) + (400+400) + (30+20) + (7+2) = 2000 + 800 + 50 + 9 = 2859 Now, make it slightly more complicated: (1497 + 1422) That is: 1497 = (1000) + (400) + (90) + 7 1422 = (1000) + (400) + (20) + 2 Straight away you can see a problem with the addition (90 + 20). This involves regrouping. Write it as 90 + 20 = 110 = (100) + (10) So the sum becomes: 1497 + 1422 = (1000+1000) + (400 + 400 + 100) + (10) + (7+2) The same principle can be used for subtraction.

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Whichever way you use, make sure there is a pattern. Once the pupil can see the pattern, they can move on to abstract thinking.

Figure 1.6: Examples of algorithms for subtraction Source: Adapted from Gan (2003, p. 81)

ACTIVITY 1.4
Study the algorithms for addition and subtraction carefully. Which of these algorithms do you think is easier for your pupils to follow? Why? Share your views with your coursemates.

1.1.4

Estimation and Approximation

ACTIVITY 1.5
When you buy a packet of groundnuts, can you estimate the number of groundnuts in the packet? Suggest some ways to enhance the skill of estimation. Discuss.

We teach Year 3 pupils to estimate quantities of objects up to 1,000. This can be done by asking the pupils to count in tens, hundreds, and thousands. Try the following activity in your class.

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Sample Class Activity 1.2 Give the pupils several numbers. Ask them to round the numbers to the nearest 10s, 100s and 1000s. This will reinforce their understanding of place values. For example, 1234 = 1230 to nearest 10 This skill is very important. Sometimes the pupils make simple mistakes in addition or subtraction. Very often, they use a calculator and punch in the wrong number. You may ask them to check the calculation by having an approximate answer. For example, the pupil might make the following mistake: 1467 + 1422 = 22912 You may then ask them to ball-park the numbers. We then guide them to round-up to the nearest 1000 first to see whether they are on the right track. 1467 + 1422 is (1000 + 1000) to the nearest 1000, that is 2000. The pupil can straight away see that something is wrong. We also hope that the pupils have the ability to visualise approximation of things. Consider the following case. Take several glass beakers of the same size, pour in water according to the amount required. Now, ask the pupils to estimate the amount of water in the first beaker. You must ask the pupils to think through the problem first. This is a higher level thinking question and you need to ask them questions related to the proper procedure. When your pupils have acquired the skills of estimation and approximation, they would be able to check the answers in their calculations quickly. In planning the strategies for teaching and learning activities for the topic of estimation and approximation, you have to ensure that your pupils acquire skills in: (a) Estimation: (i) (ii) Estimate to make wise decisions; and Count mentally.

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(b)

Approximation: (i) (ii) Understand the concepts of place value of ones, tens and hundreds. Know how to round off to an approximate value based on the place value.

In the activity below, pupils are asked to round up the price of some items. Although the pupils have not been formally introduced to money, by now, they should have an intuitive idea of how to do some simple manipulation of money. Try out the following activities. Item Shampoo Shower Gel Tooth Paste Tooth Brush Soap Price RM 9.90 RM 7.90 RM 8.05 RM 5.15 RM 2.40

1. Find the total cost of the items in the list. Here the pupils might face some difficulties dealing with decimals. They need proper guidance in this instance: (a) (b) Find the estimation of the total cost of the items excluding the value of sen. Find the estimated total cost of the items with rounding off to the nearest ringgit.

2. Compare the answer in each case. Ask the pupils to draw a simple conclusion.

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1.2

STAGES OF CONCEPTUAL DEVELOPMENT FOR WHOLE NUMBERS IN ELEMENTARY MATHEMATICS

Now, let us discuss the stages in conceptual development for whole numbers in elementary mathematics.

1.2.1

Numbers to 10,000

In the teaching and learning of numbers to 10,000, you may follow the following sequence. Your pupils can learn more effectively as they follow a systematic approach. Major mathematical skills to be covered include: (a) (b) (c) (d) (e) Saying and using the number names in familiar contexts. Reading and writing numbers to 10,000. Knowing what each digit in a number represents. Understanding and using the vocabulary of comparing and arranging numbers or quantities to 10,000. Understanding and approximation. using the vocabulary of estimation and

1.2.2

Addition and Subtraction Within the Range of 10,000

Major mathematical skills include: (a) (b) (c) (d) (e) Understanding addition as combining two groups of objects. Using and applying knowledge of addition in real life. Understanding subtraction as take away or difference between two groups of objects. Recognising subtraction as the inverse of addition. Using and applying knowledge of subtraction in real life.

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SELF-CHECK 1.1
1. Name three examples of four-digit numbers that are used in real life. 2. What are the teaching aids suitable for teaching and learning of four-digit numbers and the addition and subtraction operations?

1.3

SAMPLES OF TEACHING AND LEARNING ACTIVITIES

The following are samples of teaching and learning activities for various mathematical skills in this topic.

1.3.1

Numbers to 10,000

Here are three activities that you can conduct in class to teach numbers up to 10000. Activity 1: Number representation Learning Outcomes: (a) (b) (c) (d) Recognise numerals to 10,000; Count up to 10,000 objects by grouping them into thousands, hundreds and tens; Recognise the place value of numbers; and Compare two numbers and say which is more or less.

Materials: Four numeral cards, multi-based blocks, place value chart, pictures of cubes, big squares, rectangles, small squares, worksheet. Procedures: (a) (b) Divide the class into groups of four. Give each group a bag containing numeral cards, some multi-based blocks, and some worksheets (see Figure 1.7).

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Figure 1.7: Activity worksheet

(c) (d)

Appoint a pupil in the group to be the recorder. Each pupil takes a numeral card from the bag. Pupils discuss how to form two different four-digit numbers using the numeral cards.

(e) (f) (g) (h) (i)

The recorder writes down the two numbers in the worksheet. Other pupils in the group show the two numbers using multi-based blocks. Group members cut the relevant pictures and paste them on the place value chart accordingly, before comparing the two numbers. Allow group members to discuss their answers. Repeat steps (d) to (h).

Activity 2: At the car park (Outdoor) Learning Outcome: Position numbers in order on a number line. Materials: Pencils, writing paper, erasers, cars, number lines with two positions, four positions and eight positions.

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Procedures: (a) (b) (c) (d) Divide the class in groups of four. Each group is given worksheets with number lines. Bring pupils to the car park so that they can write down numbers by reading the car number plates. Each pupil jot down two numbers. Pupils compare two numbers individually and write down the numbers on a number line of two positions. Pupils compare four numbers in pairs. Allow pupils to discuss and write down the numbers on a number line of four positions. For example:

(e)

Pupils compare eight numbers in groups. After discussion, the recorder writes down the numbers on a number line with eight positions.

Activity 3: Tic - Tac - Toe Learning Outcome: Round whole numbers less than 10,000 to the nearest 10. Materials: Dice, answer paper with nine squares, nine numbers less than 10000. Procedures: (a) (b) (c) Pupils play this game in pairs. Throw a dice to decide who should start first. Pupil A chooses a number and round off to the nearest 10. Match the answer on the answer sheet. Put a mark on the answer sheet with a cross or a nought. Pupil B repeats step (c). The first person who gets a straight line on the answer sheet with the right answers is the winner (see Figure 1.8).

(d) (e)

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Figure 1.8: Tic-tac-toe activity

1.3.2

Addition and Subtraction within the Range of 10,000

Now, let us look at three activities that you can carry out in class to teach addition and subtraction within the range of 10,000. Activity 4: Numbers and operations Learning Outcomes: (a) (b) (c) (d) Write numerals to 10,000. Round whole numbers less than 10,000 to the nearest 10. Add two four-digit numbers with the highest total of 10,000. Subtract a three-digit number from a four-digit number.

Materials: Cubes with numerals, a 16-hole tray, worksheet, abacus. Procedures: (a) (b) (c) Divide the class into groups of four. Give each group 16 dice, and some worksheets. Each group member takes four cubes and put them into the 16-hole tray.

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(d)

Each pupil identifies a four-digit number and rounds off to the nearest hundreds. The numbers can be formed by reading the numerals on the dice from left to right, right to left, top to bottom, bottom to top or at any corner. Question: Identify a four-digit number with the digit (6) as the numeral in the place value of hundreds. Round off your number to the nearest hundreds. Answer: 4626 round off to 4600, 4653 round off to 4700, 4621 round off to 4600, 5612 round off to 5600.

(e)

Each pupil writes a number sentence of addition or subtraction0 (i) Question: Add two four-digit numbers. Round off your answer to the nearest tens. Answer: 5612 + 2624 = 8236 = 8240 (rounded to nearest tens) (ii) Question: Subtract a three-digit number from a four-digit number. Round off your answer to the nearest tens. Answer: 4215 - 652 = 3560

(f) (g) (h)

Pupils are encouraged to use the abacus. A pupil checks the calculation of his peer. Repeat steps (3) to (7).

ACTIVITY 1.6
Do you think the abacus is suitable to be used in Activity 2? Discuss with your coursemates.

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Activity 5: Problem solving Learning Outcomes: (a) (b) Solve problems involving addition in real life. Solve problems involving subtraction in real situations.

Materials: A set of six problems on addition and subtraction, cubes with answers, colour pencils. Procedures: (a) (b) Pupils play this game in groups. Each group is given a cube with answers randomly written on the faces, two colour pencils, a set of 6 questions. For example: (i) You want to buy a computer costing RM2,500. You only have RM1,877 in your bank account. How much more money do you need to save? You have collected 578 stamps. Your brother has collected 753 stamps. How many stamps all together have been collected?

(ii)

(iii) You walk 1,360 metres on the jogging track in the park. Your sister walked 2,566 metres. How many more metres did your sister walk? (iv) A hawker sells 3,450 rambutans. Another hawker sells 4,670 rambutans. How many rambutans did they sell altogether? (c) The pupils chose the questions to answer. After working out the answer, they match the answer on the cube and colour a face. Each pupil uses a different colour. The first pupil who makes a path across the squares with his / her colour (top to bottom or right to left) wins.

(d)

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Activity 6: Treasure Hunt Learning Outcome: Subtract numbers within the range of 10000. Materials: A worksheet with eight questions on addition and subtraction. A map giving directions on the route for the treasure hunt (see Figure 1.9). Procedures: (a) (b) (c) (d) (e) Each pupil is given a worksheet and a map of the treasure hunt. Pupils solve the questions on the worksheet. Pupils find the answers on the map. Colour the space that contains the answer. Follow the track of coloured numbers to claim the treasure. (i) (ii) 1640 63 = 2610 432 =

(iii) 3577 888 = (iv) 4420 3752 = (v) 2100 88 = (vi) 3060 399 = (vii) 5050 935 = (viii) 7765- 4592 = (ix) 766 6745 =

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Figure 1.9: Treasure hunt Source: Adapted from Enrichment and remedial mathematics programme, Inspire project, University of Science, Malaysia, 1986

ACTIVITY 1.7
1. List six mathematical skills related to whole numbers. 2. Why do we use teaching aids in teaching whole numbers, and addition and subtraction operations? Discuss. 3. Plan a teaching and learning activity for addition with the highest total of 10,000.

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x x

Numerals are symbols used to represent numbers. Concrete objects such as base-ten blocks and abacus help your pupils to understand the idea of place value including addition and subtraction algorithms. The skills of estimation and approximation enable your pupils to check answers in calculation quickly. There are various algorithms to perform addition and subtraction. There is no best algorithm to teach these two operations. Teaching and learning activities should be engaging and interesting to your pupils.

x x x

Abacus Addition Estimation and approximation Pedagogical content knowledge

Place value Subtraction Traditional algorithms Whole numbers

Gan T. H & et al. (2003). KPLI mathematics module. Teacher Education Division: Ministry of Education Malaysia Llewellyn, S., & Greer, A. (1996). Mathematics: The basic skills. Britain: Stanley Thornes. Reys, R. E., & Suydam, M. N. & Lindquist, M. M. (1989). Helping children learn mathematics. New Jersey: Prentice Hall.

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Smith, K. J. (2001). The nature of mathematics. (9th ed.). Pacific Grove, CA: Brooks/Cole Thomson Learning. Teacher Education Division, Malaysia. (1998). Primary school mathematics teaching and learning of whole numbers module. Kuala Lumpur: Author.